Think about a schema for a familiar idea, such as types-of-punishment, or Erickson's 5th stage. Draw a representation of that schema, using the "bison" example in Figure 6.3 in the textbook as a model
Now imagine that you are going to teach that idea to someone younger, or less-informed about the subject. Draw a representation of what that learner's schema might be like. Summarize the difference between these two individuals' schemata.
If you were in fact teaching the concept to the learner whose schema you described, how would you address the differences between the learner's schema, and your own? Specifically, what are two things you would do as a teacher, that take into account the limited schema of your student?
What will be an ideal response?
Schemata should include a network of related ideas, not necessarily in a neat hierarchy. The new learner's schema may be less elaborate, and less tightly organized. The "teacher" might use a wide variety of strategies, for instance, use of advance organizers, imagery, increased awareness of background knowledge, outlining and mapping, activating prior knowledge, and organizing information.
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